biology geology · 2020-04-16 · marina robles moriche n in english biology & geology...

1ESO

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MANUEL GARCÍA DÍAZCARLOS LOBATO FERNÁNDEZEUGENIO MANUEL FERNÁNDEZ AGUILARCARLOS JAVIER REINA JIMÉNEZMYRIAM QUIJADA SÁNCHEZDIEGO CASTELLANO SÁNCHEZ

Adapted by:MARINA ROBLES MORICHE

Learn in English

Biology & Geology

TEACHER’S BOOK

SAMPLE

algaida ANDALUSIA

TEACHER’S BOOK

Biology & Geology

MANUEL GARCÍA DÍAZCARLOS LOBATO FERNÁNDEZEUGENIO MANUEL FERNÁNDEZ AGUILARCARLOS JAVIER REINA JIMÉNEZMYRIAM QUIJADA SÁNCHEZDIEGO CASTELLANO SÁNCHEZ

Adapted by:MARINA ROBLES MORICHE

1ESOLearn in English

© Of the original text: Alberto Ayuela Muñoz, Francisco Bermejo Laguna and Juan Pedro Parra Luna.

© Of this adaptation: Macarena Benot Ferrón, Luis Las Heras García and Elena Martín Gordón.

© Of this edition: Algaida Editores, S. A. 2020. Avda. San Francisco Javier, 22. Edif. Hermes, 5ª, 3-8. 41018 Sevilla.

All rights reserved. The contents of this publication are protected by law, which establishes prison sentences and / or fines, as well as the corresponding compensation for damages, for those who copy, plagiarise, distribute or publicly disseminate in part or in whole, a literary, artistic or scientific publication, or who transform, perform or produce it artistically in any format or through any channel, without prior permission. This publication may only be copied, distributed, publicly disseminated or transformed with the permission of the authors, save where otherwise provided by law. If you need to photocopy or scan any part of this publication, please contact CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org).

Publishing coordination: Luis Pino García.

Editor: María Prior Venegas.

Design and layout: Alegría Sánchez G. and Aurora Tristán López.

Cover design: Alegría Sánchez G.

Translator: Bob Rouf.

Corrections: Marina Temprano Benítez.

Linguistic corrections: Tim Risdell.

Illustrations: Isabel Correa, Joaquín González, Kaffa, Juan Pablo Mora, Juan Venegas and Luis Domínguez.

Picture editing: Beatriz Gutiérrez.

Photographs: AGE fotostock (De Agostini Picture Library, INTERFOTO / ÖNB, Natural History Museum, Paulo de Oliveira/Photoshot, Science Photo Library, Science Source, Sovfoto\UIG), Agencia EFE (Alberto Estévez, Ballesteros), Alamy/Cordon Press (Gary Doak, Pictorial Press Ltd, Robin Chittenden, Sabena Jane Blackbird, Science History Images, The Natural History Museum, Zoonar GmbH), Archivo Anaya (Alcón, A.; Candel, C.; Canto, M.; Cosano, P.; Cruz, M.; Fernández Vega, J.; García Pelayo, Á.; Hernández Moya, B.; Lezama, D.; López-Archilla, A.; Martín, J.A.; Muñoz, J.C.; Ortiz, J.; Osuna, J.; Peñuela Py, E.; Pérez de Tudela, M.; Ramón Ortega, P. - Fototeca de España; Rico, J. J.; Rivera Jove, V.; Rodríguez Creixéns, M.; Ruiz, J.B.; Sanz, C.; Steel, M.; Sánchez, J.; Valls, R.), Courtesy of the Donella Meadows Project at the Academy for Systems Change, Cordon Press (PA Wire/Press Association Images, Universidad de Granada), ESA and the Planck Collaboration, Getty images (AFP, Bettmann), Grupo de Microbiología Ambiental. Instituto de Recursos Naturales y Agrobiología de Sevilla. CSIC., José Manuel López Nicolás/Catedrático de Bioquímica y Biología Molecular de la Universidad de Murcia, NASA/Goddard/Arizona State University, 123RF and contributors.

This book has been published according to present legislation on education in Andalusia for Educación Secundaria Obligatoria.

The contents of this book and the working procedures have been selected and prepared taking into account criteria of care, protection and conservation of the environment.

Our educational materials are published with the commitment to promote the equality of all people and the respect for diversity.

All of the activities from the Student’s book that require writing should be completed in the student’s notebook.

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Unit 1: The Earth and the Universe 51 Ficha técnica y programación 52 Answers to the activities in the student’s book 63 Teaching resources 9

• Unit summary 9• Extra activities 10• Exam 11• Answers to the extra activities 12• Answers to the exam 13• Audio scripts 14• My portfolio 15

Unit 2: The atmosphere 1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources

• Unit summary • Extra activities • Exam • Answers to the extra activities • Answers to the exam • Audio scripts • My portfolio

Unit 3: The hydrosphere 1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources


Unit 4: The geosphere 1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources


Unit 5: Characteristics of living things 1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources


Unit 6: Classification of living things Bacteria, protoctists and fungi 1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources


Index

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Unit 7: Plants1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources


Unit 8: Invertebrate animals 1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources


Unit 9: Vertebrate animals 1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources


Unit 10: Vital functions I: nutrition and interaction 1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources


Vital functions II: reproduction 1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources


Unit 12: Ecosystems 1 Ficha técnica y programación 2 Answers to the activities in the student’s book 3 Teaching resources


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The Earth and the Universe 5

Programación de las unidades didácticas

� 1. FICHA TÉCNICA Y PROGRAMACIÓN

Guion temáticoEn esta unidad se estudia la teoría sobre el origen del universo, así como los cuerpos celestes que com-

ponen nuestro sistema solar. Además, se estudian los movimientos de la Tierra, las fases lunares y los

eclipses.

Competencias clave adaptadas a la modalidad

bilingüe

• Competencia lingüística (CCL): lectura y producción de textos y uso del vocabulario y la gramática estudiados.

• Conciencia y expresiones culturales (CEC): análisis y comentario de diversas imágenes.• Competencias cívicas y sociales (CSC): desarrollo de habilidades sociales que permiten el trabajo en

equipo y la formación de una conciencia ciudadana.• Aprender a aprender (CAA): desarrollo de estrategias para organizar e integrar los conocimientos

adquiridos, despertar el interés por el aprendizaje y búsqueda de información.• Sentido de iniciativa y espíritu emprendedor (SIEP): desarrollo de estrategias que facilitan la realización

de debates, trabajos individuales, en grupo y favorecen la autonomía personal y la autoestima.

Contenidos lingüísticos

• Léxico: dwarf, leap year, hypothesis, inner, outer, sunset, tilt, rotation, revolution, season, equinox, solstice, sunlight, tide, eclipse, to light up, to hide.

• Gramática: present simple and past simple; passive voice; prepositions and relative pronouns; conditional sentences; expressions for discussion (In my opinion…; As I see it…; In my view…; I (don’t) agree with you because…; On the other hand…; Different… are due to…; What I can see here is…; This is a…; There is / are…; Such as…; Nevertheless…; On both sides…; If you…; It turns out that…; In fact,…) and sequencers (first, then, next, after, finally).

Modelos discursivos

• Diálogos.• Textos argumentativos.• Textos informativos.• Debates.• Textos expositivos.

Tareas específicas de la modalidad bilingüe

• Debate inicial para comprobar los conocimientos previos del alumnado.• Completar textos con palabras para dotarlos de significado.• Actividades de verdadero y falso para corregir errores de contenido y gramaticales.• Comprensión de una lectura a través de preguntas.• Completar tablas: ordenar ideas, construir frases o clasificar elementos.• Lectura e interpretación de mapas y gráficos (especificando en cada caso el tipo de documento).• Descripción e interpretación de ilustraciones y esquemas.• Actividades de audición: escuchar y completar textos con palabras sugeridas.• Reordenar letras para formar palabras y dar sentido a una frase.• Reordenar palabras para formar frases o textos con sentido.• Construir textos relacionando elementos y ordenando sintagmas.• Sopas de letras y crucigramas.• Definir conceptos clave.

Criterios de evaluación de la modalidad bilingüe

• CCL: adquiere un vocabulario específico de la propia materia y estructuras gramaticales inglesas.• CEC: describe imágenes de forma ordenada y coherente en inglés.• CSC: desarrolla una actitud participativa y de escucha en los trabajos en equipo.• CAA: maneja información en inglés.• SIEP: participa en los debates expresándose en inglés.

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The Earth and the Universe

Unit 1 �2. ANSWERS TO THE ACTIVITIES IN THE STUDENT’S BOOK

1. Answer the following questions using some of these expressions: such as…; due to…; because of...

Students are encouraged to use the expressions suggested in the instructions for the activity to express these answers. The aim is to create a class debate in which everyone participates and expresses their opinion in a polite and orderly manner. a) The lights in the sky are stars. b) I can also see some planets, constellations and the

Moon. c) Some of them emit light, such as stars, and others

reflect light, such as the Moon. d) Everybody tells me that the days and nights are due to

the Earth’s rotation around the Sun. e) There are different seasons because of the Earth’s orbit

around the Sun and the tilt of the Earth’s axis. f) I think that they are different due to the fact that they

are in two different hemispheres: when it’s winter in Argentina, it is summer in Spain.

2. The Universe has vast dimensions, so we need special units of measurement to talk about it. Search for information and give the right term to these two units of measurement in the Universe. Then answer the questions:

a) 1. b).2. a).

b) Students are encouraged to use the expressions suggested in the instructions for the activity to express that to measure the distance between two planets in our Solar System, it is best to use the Astronomical Unit (AU) because it is the smallest unit of measurement. To measure longer distances, such as the distance between stars from different galaxies, it is best to use the Light Year (LY), a larger unit of measurement.

c) 2.5 · 150 million km = 375 million kmd) 4 · 9.5 billion km = 38 billion km

3. According to what you already know, complete the following text using the appropriate terms in your notebook:

The Universe is so big that we have to use special units to measure its distances: the light-year, which is the distance that light travels in one year at a speed of 300,000 kilometres per second, and the astronomical unit, which represents the distance between the Earth and our Sun and it is about 150 million kilometres.

4. Order the words to make sentences about the Universe and copy them in your notebook.

a) The Universe is everything that exists. b) The science that studies the Universe is Astronomy.

c) The Sun is the centre of the Solar System and the Universe is expanding.

d) According to the Big Bang theory, the Universe was concentrated in a very hot spot that exploded.

5. Complete in your notebook the following text using these words: pseudoscience, science, astronomy, beliefs, scientific.

Astronomy should not be confused with astrology. Although both had a similar origin in ancient times, they are very different today. Astronomy is considered to be a science, because its findings are based on the scientific method. On the other hand, astrology is a pseudoscience, because it is based on a group of beliefs that are not related to the scientific method, and they are usually wrong.

6. Write in your notebook the steps of the scientific method in the correct order using the following connectors: first, then, next, after, finally.

Open answer. As follows an extended answer:First, a hypothesis is a general statement, which aims to be confirmed through experimentation. Then an experiment is done, which includes observation, data collection, measurement and evaluation. With this information, the hypothesis can either be confirmed or rejected. Next, the scientific theory is suggested, which is a general statement based on the experiment, presenting a set of scientific laws or formulas that serve as the basis for a certain phenomenon. Finally, a model is presented, which is the physical representation of that law or formula, and which can be used to carry out predictions or used in laboratory tests.

7. Match the steps of the scientific method with their definitions in your notebook:1. b) 2. d)

3. a) 4. c)

8. The following text has some gaps. Read it to become familiar with it. Then, you will hear someone reading it. Use these words to complete the text: hypothesis, method, models, data, knowledge.

When we focus on science, we always talk about the scientific method. We do this because science helps us to get new knowledge from facts that we can test over and again. Science doesn’t allow speculation or beliefs. It follows methodical steps or organised stages. The first step is to develop a hypothesis that is an idea or explanation that we want to test with experiments. Then, we do the experiments to obtain data. With this information, we can generate a scientific theory, which explains scientific facts. Finally, we can use models or simplified ideas of reality to explain theories and make predictions.

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Answers to the activities in the student’s book

9. Match each term to the correct definitions in your notebook:1. c) 2. a)

3. d)4. f)

5. b) 6. e)

10. Draw the Solar System in your notebook and label the following elements.

11. What type of celestial body is Pluto? Search for information and name other similar celestial bodies in the Solar System.

Pluto is a dwarf planet. Other celestial bodies like Pluto are Ceres or Eris. Pluto is smaller than the planets of the Solar System.

12. Complete this table about the Solar System planets in your notebook:

Names Main characteristics

Inner planets

Mercury, Venus, Earth and Mars.

They are small and rocky.

Outer planets

Jupiter, Saturn, Uranus and Neptune.

They are big and made up of liquid and gas.

13. Copy the text in your notebook with the correct words:

In our Solar System, asteroids / comets come from the asteroid / comet belt that is between the dwarf / inner and outer planets. Some of them can reach the Earth’s atmosphere creating falling stars / meteors, or they can hit the Earth’s surface creating gas / meteorites and craters.

14. Read these sentences. Copy and correct the incorrect ones in your notebook.

a) Solar systems are composed of a single star. False. Solar systems may have more than one star.

b) The Sun is the only celestial body in our Solar System that emits its own light. True.

c) The order of the planets in our Solar System, from inside to outside, is: Mercury, Venus, Mars, the Earth, Jupiter, Saturn, Uranus, Neptune. False. The order of the planets in our Solar System, from inside to outside is: Mercury, Venus, the Earth, Mars, Jupiter, Saturn, Uranus, Neptune.

d) A comet tail is composed of solid particles. False. A comet tail is composed of gaseous elements that vaporise when the Sun heats the frozen volatile substances in it.

15. Complete in your notebook these sentences about the Earth with the correct words:

a) The Earth is a rocky planet.b) Water covers 70 % of its surface.c) The Earth’s atmosphere has nitrogen as the main gas.d) The Earth’s atmosphere protects us from meteoroids

and from solar radiation and it keeps a right temperature for liquid water to exist.

e) Earth is the only planet known to contain living organisms.

16. Answer these questions in your notebook:

a) It is on the 21st of December.b) It is on the 21st of June.c) In the north it’s on the 21st of June, while in the south

it’s on the 21st of December.d) It is due to the inclination of the Earth axis, together

with its revolution movement around the Sun.e) While spring starts on the 21st of March in the North

hemisphere, in the South it starts on the 22nd of September. Spring and autumn start on opposite dates in the different hemispheres.

17. Look at this word search and find the words related to the Earth and the Moon. Then write the answers in your notebook. Once you have finished, work in pairs. Ask your partner the meaning of the words you don’t know.

S M L I O O R B I T

F A D F S M S A L G

G L T K U S O M E E

E M I E N A L R C R

I S D L L S S C L M

U A E P I L T E I J

H F U Y G L I L P N

K J K T H E C T S T

A T I L T O E Y E A

Satellite; Orbit; Tide; Sunlight; Solstice; Eclipse; Tilt

Sun MercuryMars

Jupiter

Venus

Pluto

EarthSaturn

Kuiper belt

Uranus

Neptune

MoonAsteroid belt

Oort cloud

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Answers to the activities in the student’s book

18. Listen to the audio recording and fill in the blanks in your notebook:

The Moon is the only natural satellite of the Earth. It doesn’t emit its own light. It reflects the light of the Sun. Its surface is composed of rocks and dust. It doesn’t have an atmosphere or liquid water, but frozen water has been discovered on it. Rotation and revolution periods are almost equal, 28 days. This is why we always see the same side of the Moon. The orbit of the Moon is an ellipse.

19. Read the following text and answer the questions.

a) Hypatia from Alexandria is the first known woman scientist.

b) She was from Alexandria, Egypt.c) She was educated in science because her father was

a philosopher and mathematician.d) Her contributions were in maths and astronomy.

20. Define the following terms in your notebook:

a) Rotation is the movement of a celestial body on its own imaginary axis.

b) Revolution is the movement of a celestial body around another, normally the Sun.

c) Tides are the periodical changes of the sea level.d) An eclipse happens when the view of one celestial

body is blocked by another object passing in front of it.

21. Draw in your notebook the following pictures:

a) The Moon should be between the Sun and the Earth.b) The Earth should be between the Sun and the Moon.c) The Earth should be placed on an eccentric ellipse that

represents the oceans. Low tide should be labelled. d) The Earth should be placed on an eccentric ellipse that

represents the oceans. High tide should be labelled.e) There should be a four pointed star with the four

cardinal points.

22. Using your own words, give a definition for constellation, and give some examples of them.

The constellations are groups of stars that maintain a fixed distance from one another in the sky. They can be joined by imaginary lines to form recognizable figures. Some visible constellations are: Ursa Major, Ursa Minor, Cygnus, Orion and Scorpio.

23. When an attraction of the Sun is added to the attraction of the Moon, both high tides and low tides are at their maximum, and we call them spring tides. When the Sun and the Moon are at 90 degrees, tidal movements are at the minimum, and they are called neap tides. Look at the pictures and say if they represent spring tides or neap tides.

1) Spring tides. 2) Spring tides. 3) Neap tides. 4) Neap tides.

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� The Universe is everything that exists: space, matter, energy, physical laws and time.

� There are two different models that have explained the position of the Earth within the Universe: centuries ago, the Geocentric theory believed that the Earth was stationary and at the centre of the Universe. Today, the Heliocentric theory indicates that the Sun is the centre of the Universe and all the celestial bodies revolve around the Sun.

� Our Solar System is in the Orion Arm that is inside a spiral galaxy called the Milky Way.

� The components of our Solar System are: the Sun, planets, satellites, asteroid belt, dwarf planets and comets.

� The movements of the Earth are rotation, that takes 24 hours, and revolution, that takes 365 days and 6 hours.

� An eclipse is produced when the Earth, the Moon and the Sun align at the same point.

� Tides are the regular changes of the sea level.

� To know our position, we can observe celestial bodies, use a compass, observe radar charts or use more recent technology, such as GPS.

�3. TEACHING RESOURCES

Unit summary

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1. Complete the gaps in the text with the following missing parts: its colour depends on, nuclear fusion, to the amount of energy it emits, mainly hydrogen and helium.

Stars are luminous spheres of gas, , that generate large amounts of energy (light and heat) through

. Their size varies greatly. The biggest stars are called supergiants and the smallest ones are called

dwarf stars. The brightness of a star is directly related and its distance from the Earth. Finally,

the star’s surface temperature.

2. Write the definitions of each of the following components of our Solar System:

a) Dwarf planet.

b) Planet.

c) Satellite.

d) Star.

3. Listen and repeat. Mark the stress in the words.

a) Universe.

b) Astronomy.

c) Galaxy.

d) Rotation.

e) Revolution.

f) Theory.

4. Put the words in order to make questions. In pairs, ask your partner the question and then write the answer.

a) method / is / What / the / scientific / ?

b) What / step / method / in / is / the / first / scientific / the /?

c) geocentric / developed / Who / theory / the / ?

d) the / universe / What / proposed / Copernicus / was / model / by / ?

5. Choose the correct word in each case:

Revolution / Rotation of the Moon is its movement on its own axis, while revolution / rotation is its movement around the Earth. Both movements take 28 hours / days. This is the reason / question why we can only see one side of the Earth / Moon from the Earth / Moon.

6. Why are seasons in the northern hemisphere opposite to those in the southern hemisphere?

7. Indicate whether the following statements are true or false and correct the false sentences.

a) In Geocentrism, the Earth was believed to be stationary and located at the centre of the Universe.

b) Geocentrism was presented by Aristotle and Copernicus.

c) Heliocentrism was announced in the 16th century.

d) The Earth has an average temperature of 15 ºC.

e) A galaxy is a system of stars, gas and dust held together by gravitational forces.

8. It is often said that when we look at a star we are actually looking at its past. Using your own words, try to give an explanation to that statement.

9. Indicate the main characteristic of the Earth and its position in the Universe.

10. How can we know our location at night?

�EXTRA ACTIVITIES

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Programación de las unidades didácticas 1

1. Write the right term for the following definitions:

a) It is the movement of the Earth around the Sun.

b) It is the movement of the Earth on its own axis.

c) It is the only celestial body in our Solar System that emits light.

d) They are the result from the Earth’s orbit around the Sun and the tilt of the Earth’s axis.

e) They are periodical changes in the sea level due to the attraction of the Moon.

2. Explain what the Big Bang is all about.

3. Answer the following questions:

a) What is the difference between a planet and a star?

b) Name the planets in our Solar System.

c) What are tides? Describe the different types of tides.

d) When does an eclipse occur?

4. Listen to the audio recording and complete the text.

is the movement of the Earth on its own , from west to .

The Earth once every 24 hours. During , half of the Earth is illuminated by the Sun

(day) and the other half is (night). The duration of days and nights depends on the .

The Moon is the only satellite of the Earth. It was formed approximately 4.5 years

ago. The Moon is in synchronous rotation with the Earth, always showing the face. It doesn’t emit

its own light. It the light of the Sun. Its surface is composed of rocks and . It doesn’t

have an atmosphere or liquid water, but ice has been discovered. On 21 July , Neil Armstrong became

the first man to step on the Moon. He was the commander of the mission, Apollo.

More than 11.5 people worldwide watched the television broadcast.

5. Explain how rotation and revolution of the Earth is produced, and what their consequences are.

�EXAM

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�ANSWERS TO THE EXTRA ACTIVITIES

1.

Stars are luminous spheres of gas, mainly hydrogen and helium, that generate large amounts of energy (light and heat) through nuclear fusion. Their size varies greatly. The biggest stars are called supergiants and the smallest ones are called dwarf stars. The brightness of a star is directly related to the amount of energy it emits and its distance from the Earth. Finally, its colour depends on the star’s surface temperature.

2.a) Dwarf planet: it is a celestial body that orbits the Sun

and it doesn’t have enough attraction to have collected all the rocks in its orbit.

b) Planet: it is a celestial body that orbits the Sun and does not emit its own light. Its orbit doesn’t have any rocks or asteroids.

c) Satellite: it is a celestial body that orbits a planet and does not emit its own light.

d) Star: it is the Sun, it emits its own light.

3. a) Universe. b) Astronomy. c) Galaxy. d) Rotation. e) Revolution. f) Theory.

4. a) What is the scientific method? The scientific method is

a way of organising scientific knowledge into a series of orderly steps.

b) What is the first step in the scientific method? The first step is the hypothesis.

c) Who developed the geocentric theory? Aristotle developed the theory of geocentrism. Then, Ptolemy completed it.

d) What universe was proposed by the Copernicus model? Copernicus proposed the heliocentric model in the 15th century.

5.

Rotation of the Moon is its movement on its own axis, while revolution is its movement around the Earth. Both movements take 28 days. This is the reason why we can only see one side of the Moon from the Earth.

6. The seasons in the northern and southern hemisphere are opposite because of the tilt of the Earth’s axis. So, when the sun shines more directly on the northern hemisphere, the days are longer (summer) while in the southern hemisphere, the sun’s rays shine at an oblique angle, making days shorter (winter). The same phenomenon occurs inversely; that is, when the sun’s rays shine obliquely in the northern hemisphere, it is winter and when sun’s rays shine directly in the southern hemisphere, it is summer.

7. a) In Geocentrism, the Earth was believed to be stationary

and located at the centre of the Universe. True. b) Geocentrism was presented by Aristotle and

Copernicus. False. Geocentrism was presented by Aristotle and Ptolemy.

c) Heliocentrism was announced in the 16th century. False. The heliocentric theory was announced in the 15th century.

d) The Earth has an average temperature of 15 ºC. True. e) A galaxy is a system of stars, gas and dust held together

by gravitational forces. True.

8.The Universe has vast dimensions, so we need special units of measurement to define it. One is the light Year (LY), which is the distance that light travels in a year, about 9.5 billion kilometres (9.46 · 1012 km). This means that when we look at a star and see its light, that light might have been emitted many years ago. For example, if we look at a star that is 5 years away from the Earth, it means that light we are currently seeing was in fact released 5 years ago. Even our star, the Sun, is about 150 million kilometres away (which is an Astronomical Unit, AU), and the light we receive at a certain moment, was released 8.5 minutes before.

9. The main characteristics of the Earth are: • It has an average temperature of 15 ºC. • Water is present in three states (solid, liquid and gas). • Its atmosphere is dense and contains oxygen. • It is the third planet of the Solar System. It is located in

the Orion Arm, which is inside a spiral galaxy called the Milky Way.

10. We can know our location at night if we look at the stars. First, we have to locate the North Star, the last star of the tail of the Ursa Minor, known as the Little Bear constellation. This star always points north in the northern hemisphere of the planet. The rest of the stars revolve around it.

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�ANSWERS TO THE EXAM

1.

a) Rotation.b) Revolution.c) The Sun.d) The seasons.e) Tides.

2.The Big Bang Theory states that the Universe was concentrated in a very hot spot that exploded. Then the matter expanded. When it cooled, stars and celestial bodies began their process of formation.

3. a) Stars emit their own light but planets don’t. b) Mercury, Venus, the Earth, Mars, Jupiter, Saturn,

Uranus and Neptune. c) A tide is the alternating rise and fall in sea level. They

are produced by the gravitational forces that the Moon and the Sun have over the Earth. When the sea level rises, it is called high tide. When it falls, it is called low tide.

d) When the Earth, the Moon and the Sun are in a straight line, an eclipse occurs.

4.

Rotation is the movement of the Earth on its own axis, from west to east.

The Earth rotates once every 24 hours. During rotation, half of the Earth is illuminated by the Sun (day) and the other half is dark (night). The duration of days and nights depends on the latitude.

The Moon is the only natural satellite of the Earth. It was formed approximately 4.5 billion years ago. The Moon is in synchronous rotation with the Earth, always showing the same face. It doesn’t emit its own light. It reflects the light of the Sun. Its surface is composed of rocks and dust. It doesn’t have an atmosphere or liquid water, but ice has been discovered. On 21 July 1969, Neil Armstrong became the first man to step foot on the Moon. He was the commander of the American mission, Apollo. More than 11.5 million people worldwide watched the television broadcast.

5.Rotation is the movement of the Earth on its own axis, from west to east. This movement is counter-clockwise when looking at the Earth from the North Pole. The Earth rotates once every 24 hours. During rotation, half of the Earth is illuminated by the Sun (day) and the other half is dark (night). The duration of days and nights depends on the latitude.Revolution is the movement of the Earth around the Sun. A complete orbit takes 365 days and 6 hours. Every four years, these 6 hours are added to create a whole day that is added to February, and we have a leap year.The orbit around the Sun is called an ellipse. Seasons of the year are the result of the Earth’s orbit around the Sun and the tilt of the Earth’s axis. Seasons are opposite in the two hemispheres.

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�AUDIO SCRIPTS

}Track 00. Unit 1, activity 8, page 7. Listen and complete the text.

When we focus on science, we always talk about the scientific method. We do this because science helps us to get new knowledge from facts that we can test over and again. Science doesn’t allow speculation or beliefs. It follows methodical steps or organised stages. The first step is to develop a hypothesis that is an idea or explanation that we want to test with experiments. Then, we do the experiments to obtain data. With this information, we can generate a scientific theory, which explains scientific facts. Finally, we can use models or simplified ideas of reality to explain theories and make predictions.

}Track 00. Unit 1, activity 18, page 11. Listen and complete the text.

The Moon is the only natural satellite of the Earth. It doesn’t emit its own light. It reflects the light of the Sun. Its surface is composed of rocks and dust. It doesn’t have an atmosphere or liquid water, but frozen water has been discovered on it. Rotation and revolution periods are almost equal, 28 days. This is why we always see the same side of the Moon. The orbit of the Moon is an ellipse.

}Track 00. Unit 1, extra activity 3. Listen and repeat. Mark the stress in the words.

a) Universe. b) Astronomy. c) Galaxy. d) Rotation. e) Revolution. f) Theory.

}Track 00. Unit 1, exam activity 4. Listen and complete the text.

Rotation is the movement of the Earth on its own axis, from west to east.The Earth rotates once every 24 hours. During rotation, half of the Earth is illuminated by the Sun (day) and the other half is dark (night). The duration of days and nights depends on the latitude. The Moon is the only natural satellite of the Earth. It was formed approximately 4.5 billion years ago. The Moon is in synchronous rotation with the Earth, always showing the same face. It doesn’t emit its own light. It reflects the light of the Sun. Its surface is composed of rocks and dust. It doesn’t have an atmosphere or liquid water, but ice has been discovered. On 21 July 1969, Neil Armstrong became the first man to step foot on the Moon. He was the commander of the American mission, Apollo. More than 11.5 million people worldwide watched the television broadcast.

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�MY PORTFOLIO

Skill I can…I need to improve

I need a little help

I am doing well

Lis

ten

ing

When I listen, I can understand…

■ Subjects related to the scientific method.

■ Vocabulary about the different seasons and climates.

■ …

Wri

ting

I can write texts and express myself about…

■ The components of the Solar System.

■ The movements of the Earth and the effects they produce.

■ Lunar phases and tides.

■ How eclipses occur and the different types of eclipses.


■ …

Rea

din

g

I can read and understand texts about…

■ The formation of the Universe.

■ The historical models of the Universe.


■ Rotation and revolution of the Earth.

■ Lunar phases.

■ Eclipses.

■ Tides.

■ Orientation techniques by observing the stars.

■ …

Sp

eaki

ng

When I speak, I can…

■ Describe an image.

■ Explain why seasons occur.

■ Explain how night becomes day and vice versa.

■ Explain how lunar phases occur.

■ Explain what an eclipse is.

■ Use the grammar structures I have learned in class.

■ Use the specific vocabulary introduced in this unit.

■ …

Co

nver

satio

n

When I have a conversation with my classmates, I can…

■ Work together to find the words related to the Earth and ask each other to find the answers.

■ Explain to my classmates why summer and winter are different in each hemisphere.

■ Answer the questions related to geocentrism and heliocentrism.

■ Work together to find the words related to the Earth and ask each other to find the answers.

■ Correct my answers with the help of my classmates.

■ …

1ESO

1ESO

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Biology y Geology

biology geology · 2020-04-16 · marina robles moriche n in english biology & geology...

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